The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, “What’s a kid going to learn from someone who decided the best option in life was to become a teacher?”
He reminded the other dinner guests what they say about teachers: “Those who can, do. Those who can’t, teach.”
To stress his point he said to another guest: “You’re a teacher, Bonnie. Be honest, what do you make?”
Bonnie, who had a reputation for honesty and frankness, replied: “You want to know what I make?” She paused for a second, then began…
“Well, I make kids work harder than they ever thought they could. I make a 6.0 feel like the Congressional Medal of Honour. I make kids sit through 40 minutes of class time when their parents can’t make them sit for 5 without an ipod, Game Cube or movie rental…
You want to know what I make?” She paused again and looked at each and every person at the table.
“I make kids wonder. I make them question. I make them criticize, I make them apologize and mean it. I make them have respect and take responsibility for their actions. I teach them to write and then I make them write. I make them read, read, read. I make them show all their work in maths. I make my students from other countries learn everything they need to know in English while preserving their unique cultural identity. I make my classroom a place where all my students feel safe. I make my students stand to sing the Mexican National Anthem, because we live in Mexico. Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life.”
Bonnie paused one last time and then continued.
“Then, when people try to judge me by what I make, I can hold my head up high and pay no attention because they are ignorant. You want to know what I make? I MAKE A DIFFERENCE. What do you make?”
Thursday 23 July 2009
Reminders for our last day together !
Yes, we will have a break ...coffee or no coffee !!!
9am to 9.30am: Set up in the Computer Lab. G
Check blogs / wikis and prepare your site fully for the presentation.
Check you have everything you need and plan your timing carefully.
Final questions and doubts clear-up.
9.30am to 11.15am: The first 17 presentations (with 15 mins spare for 'whatever')
11.15am to 11.30am: BREAK
11.35am to 12.45pm: The other 10 presentations (with 10 mins spare for 'whatever')
12.45 to 1pm: Round Up, final questions lots of mutual applause and GROUP HUG !!!
1.01pm: Relax, celebrate, and give thanks for this wonderous experience that we have shared !
9am to 9.30am: Set up in the Computer Lab. G
Check blogs / wikis and prepare your site fully for the presentation.
Check you have everything you need and plan your timing carefully.
Final questions and doubts clear-up.
9.30am to 11.15am: The first 17 presentations (with 15 mins spare for 'whatever')
11.15am to 11.30am: BREAK
11.35am to 12.45pm: The other 10 presentations (with 10 mins spare for 'whatever')
12.45 to 1pm: Round Up, final questions lots of mutual applause and GROUP HUG !!!
1.01pm: Relax, celebrate, and give thanks for this wonderous experience that we have shared !
Monday 20 July 2009
Some CLIL reminders from Monday 20th July
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language'.
CLIL encourages ...
•Cultural awareness
Internationalization
•Language competence
•Preparation for both study and working life
•Increased motivation
• Increased awareness and self-confidence
•Wider choice of materials available
• More meaningful classroom practice
A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:
•Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
•Communication - Using language to learn whilst learning to use language
•Cognition - Developing thinking skills which link concept formation, understanding and language.
•Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of others and self
Successful language learning can be achieved when people have the opportunity to receive instruction, and at the same time experience real-life situations in which they can acquire a language.
The CLIL approach involves learning subjects through a 2nd or other language and through the introduction of real-life-simulation. It can be very successful in enhancing the general learning of languages and of other subjects, and in developing in the youngsters a positive ‘can do’ attitude towards themselves as learners. (Marsh 2000)
1.The Culture Dimension
A. Build intercultural knowledge & understanding
B. Develop intercultural communication skills
C. Learn about specific neighboring countries/regions and/or minority groups
D. Introduce the wider cultural context
2. The Environment Dimension
A. Prepare for internationalization
B. Access International Certification
C. Enhance school profile
3. The Language Dimension
A. Improve overall target language competence
B. Develop oral communication skills
C. Deepen awareness of both mother tongue and target language
D. Introduce a target language
4. The Content Dimension
A. Provide opportunities to study content through different perspectives
B. Access subject-specific target language terminology
C. Prepare for future studies and/or working life
5. The Learning Dimension
A. Complement individual learning strategies
B. Diversify methods & forms of classroom practice
C. Increase learner motivation
CLIL encourages ...
•Cultural awareness
Internationalization
•Language competence
•Preparation for both study and working life
•Increased motivation
• Increased awareness and self-confidence
•Wider choice of materials available
• More meaningful classroom practice
A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:
•Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
•Communication - Using language to learn whilst learning to use language
•Cognition - Developing thinking skills which link concept formation, understanding and language.
•Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of others and self
Successful language learning can be achieved when people have the opportunity to receive instruction, and at the same time experience real-life situations in which they can acquire a language.
The CLIL approach involves learning subjects through a 2nd or other language and through the introduction of real-life-simulation. It can be very successful in enhancing the general learning of languages and of other subjects, and in developing in the youngsters a positive ‘can do’ attitude towards themselves as learners. (Marsh 2000)
1.The Culture Dimension
A. Build intercultural knowledge & understanding
B. Develop intercultural communication skills
C. Learn about specific neighboring countries/regions and/or minority groups
D. Introduce the wider cultural context
2. The Environment Dimension
A. Prepare for internationalization
B. Access International Certification
C. Enhance school profile
3. The Language Dimension
A. Improve overall target language competence
B. Develop oral communication skills
C. Deepen awareness of both mother tongue and target language
D. Introduce a target language
4. The Content Dimension
A. Provide opportunities to study content through different perspectives
B. Access subject-specific target language terminology
C. Prepare for future studies and/or working life
5. The Learning Dimension
A. Complement individual learning strategies
B. Diversify methods & forms of classroom practice
C. Increase learner motivation
Dolphins at play
There is no academic aim behind me putting this video clip onto our blog; I simply wanted to share it as being a truly beautiful thing to witness.
I think I was inspired by the questions Miguel Angel puts to us on his blog.
..........so, just enjoy it! (Mike's blog is at http://myenglishclassatuvm.blogspot.com/)
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